Reflections on the Teaching of Grey Starling

Reflections on the teaching of starlings This article describes the spectacular scene of starlings returning to the forest, and expresses the author's love for birds and admiration for the hard work of forest farm workers. Although the text is long and the class structure is clear, when I write on the blackboard: Before going back to the forest? 、? When returning to the forest. 、? Returning to the forest after three subheadings, the students have a clear understanding of this long article at once. Next, I fully tap students' autonomous learning ability and let them choose their own learning content. Immediately, students' interest in learning came.

(1) spectacular scene

Let the students read the text carefully first, and what can they realize when they explore with a pen? Spectacular? Words and phrases. ? No pen and ink, no reading. ? Cultivate students' good study habits while studying by themselves. When communicating, the camera shows the fourth section, and the students focus on it. Come empty? 、? A few hundred meters long? 、? Huge? 、? Batch by batch? 、? Broad? And other words. When guiding reading aloud, practice reading aloud these keywords first, read out the spectacular trend, and then put the words in sentences to practice reading aloud. Then, I designed the imaginary words: If you were a grey myna, what would you talk, call and respond to? The creation of this scene gives full play to students' imagination, realizes personalized reading, and provides a broad time and space for students to gallop their thinking, fly their thoughts and publicize their individuality.

(2) Lively feelings

? The sunset has gradually set, and the starlings still refuse to go to bed early. The forest will be another scene. ? Read the fifth paragraph softly, find your favorite sentences to read more, and talk about your favorite reasons when you communicate at the same table. When the whole class communicates, I play a few sentences with my camera.

? Look, these have just landed on the branches, and those will fly immediately. Their feathers are all golden red, how like a girl dancing in a dress! ? Let the students go back to the impression left by myna, read aloud and feel the beauty of myna like a dancer in the sunset. Thus adding more love to the grey starling. Guide the students to read this sentence beautifully.

? Inside and outside the forest, birds contend, calling friends, like a waterfall falling into a deep stream, like stormy waves lapping on the shore. The whole Robinia pseudoacacia forest and bamboo forest became a natural club. ? This sentence uses personification and metaphor to play bird songs to help students understand their feelings. Let the students imagine while enjoying. Does that sound like it? Like what? . Such a lively and cheerful picture of birds contending, can we not be infected? What can't help cheering at this time? After expressing their inner feelings, the students read the fifth paragraph with beautiful music and favorite emotions.

Students pass? Reading, discovering and understanding? Having a real dialogue with the text, students can learn independently and gain a lot. I respect students' unique experience and let them perceive and discover for themselves. In the process of dialogue, I guide students to realize their great learning potential through words, sentences and situations.

Reflections on the teaching of grey starlings, the third topic in the second volume of the fifth grade of Jiangsu Education Press;

Read the following sentences and say whether these two braille words are interchangeable and why.

(1) We chose the observation position and waited for the return of the grey starling.

(2) Without the hard work of forest farm workers and large-scale afforestation in recent years, where can we enjoy the spectacular sight of this bird returning to the forest?

When teaching this topic, I let the students think independently first. The students have different opinions, but when it comes to the reasons, they are inaccessible. I know the answer to this question is right? Watch? The understanding of this word. So, I asked the students? Watch? Where is it usually used? The student pondered for a while, but still couldn't answer. At this time, I built a bridge for the students? Let students use it first? Watch? Make sentences. The students were very interested in this simple question and soon produced many high-quality sentences. I strike while the iron is hot, so that students can recall what the sentences just made have in common. Hu scrambled to answer:? Watch? On something beautiful? . I asked:? Then can you change these two words? Why? The students immediately found the reason why they couldn't change it: the first sentence doesn't matter whether it is beautiful or not before seeing the scene, but can only be used? Observation? And the second sentence has already enjoyed the spectacular scene, so we should enjoy it. Through collective wisdom, the problems that students have been puzzled about can be easily solved. From this, I think that many times, students can't answer the questions raised by teachers. Teachers often complain that children are not smart. In fact, many times we are not sure? Ask? Degree. Therefore, it is very necessary to master the degree of problems in teaching. Problem is a kind of condensation and generalization of question, that is, a kind of desire and requirement for knowledge and solution caused by question. Its value lies in promoting the thoroughness of dispelling doubts and doubts. So the question is difficult and the students can't answer it. Over time, they have a fear of difficulties and don't want to think about it anymore. The question is too simple, students can find the answer without thinking, and it is not challenging, which naturally arouses students' interest and easily breeds inertia. Do people always say that? Jump down and pick peaches? . To keep students at the most influential level for their development, students must jump up and pick peaches, so as to enhance their motivation and confidence in learning and improve their initiative and enthusiasm in learning.

Furthermore, teachers should ask questions in a hierarchical, targeted and enlightening way, which is easy before difficult. At the same time, the teacher's questions should be enlightening, so that students at all levels are always in a position that can be obtained by jumping. In Chinese classroom teaching, teachers ask all kinds of comprehensible questions to guide students to read the text and master the language. If students can't answer properly, they should be guided to recite the text and be familiar with the relevant words and expressions. This kind of induction can not only deepen understanding and understanding, but also help to cultivate good habits of careful reading and careful thinking.

In addition, teachers should purposefully induce students to answer questions. Some students can't answer questions in one step. Sometimes even appear? Stuck? Phenomenon, students' thinking is at a standstill. (For example, in the teaching clip above, let the students answer the reasons why they can't communicate at the beginning. ) This requires teachers to enlighten, enlighten and guide them in a timely and ingenious way to help them break through stagnation and gain new development. Problems are the starting point of thinking, and thinking generally begins with problems. Enlightening questions can reveal the contradictions in students' understanding, stimulate their psychological intelligence and drive their thinking activities. Therefore, to teach students to think, it is also inseparable from teachers' appropriate questions.

After-class reflection of three classes of "Grey Starling" has ended, but the thinking left for me in the whole class has just begun. There are three pairs of relationships worth combing and practicing in my future work.

I. Presupposition and Generation

The biggest feeling after teaching the lesson "Grey Starling" is that there are too many presuppositions in the classroom and there is less room for students to learn independently. In the first draft of the original teaching plan, I want to let go of the teaching of myna in the forest, and my music recitation will lead the students into the situation and the text, so as to communicate the students' feelings of reading this paragraph as a whole. But when I think this is an open class, my first thought is to control every link and every minute. So I think, because I have too many presuppositions in the whole class, I am doing it step by step, but the students' independent space has shrunk.

Second, words and meanings.

What is common in open classes now? Too proud to say anything? . Open classes often pay attention to the content of the text, but lack attention to the expression form of the text. Because in? Learning content? With what? Learn to express? Too much between? In and out? It is easy to break the content of the text, resulting in the loss of classroom interest and artistic conception. This requires finding a suitable way to cut into the classroom and teach students in a suitable way. In this lesson, I pay attention to guiding students to pay attention to the exquisiteness of wording and sentence making in the text. Study? Inside and outside the forest, birds contend, calling friends, like a waterfall falling into a deep stream, like stormy waves lapping on the shore. The whole Robinia pseudoacacia forest and bamboo forest became a natural club. ? When I rewrite it, Inside and outside the forest, countless birds are scrambling to sing, calling for friends one after another, with loud voices, like waterfalls falling into deep valleys and like surging waves lapping on the beach. The whole Robinia pseudoacacia forest and bamboo forest are very lively. ? Through comparison, let students feel the beauty of this neat and contrasting sentence pattern. In class, students can feel that this sentence is more noisy and enthusiastic to read. In teaching, words and meanings have been well realized. For example, when learning punctuation semicolons, this is the requirement of the current curriculum standard and the after-school practice of this text. I let the students practice reading? The first birds to come back kept singing in the forest, as if telling each other what they had seen and gained in the day, calling for their companions and children who had not yet returned; The late birds and the birds in the forest echoed each other, singing while flying, and soon found their own habitat to meet their familiar partners. ? Boys study? The girl who came back first saw it? After that, let the students talk about what symbol is in the middle, introduce the semicolon, and then awaken everyone's memory. Where are semicolons commonly used? In class, students say that sentences are harmonious, and then I summarize them, so that students can have a process from perceptual to rational understanding. Generally speaking, I feel that this class has handled the relationship between words and meanings well.

Third, the soul of the classroom and the foundation of the text

What do I think a good class should do? The soul of the classroom? With what? The root of words? Unity means that words and writers, teachers and students have * * * sounds. What is the purpose of the article when I am reading the text in this class? Nuclear energy? However, the author Xu Xiujuan loves birds more than life. The core of the article is that birds return to the forest and get into trouble with the forest. Behind the words is the love of birds. Therefore, we can't forget that all this comes from the author's love for birds when reading the spectacular and warm nature returning to the forest and the enthusiasm and noise that make the forest noisy. Is it true?/You don't say. Sad state, can not help but burst into tears, amazing birds, leaving sorrow and hate. ? Therefore, in the fourth class, it is defined as? Review the full text and sublimate emotions? The teaching design is as follows:

In this lesson, with the help of language, we followed Xu Xiujuan into the forest farm and approached myna. What scenes did we see? Thousands of birds return to the forest, the warmth and beauty of bird singing, the noise and warm gathering in the sunset. The reason why these scenes are so beautiful in the author's mind is that the author likes birds.

Xu Xiujuan loves birds more than life. On September 1987 and 16, a red-crowned crane flew away from the farm. In order to find this flying red-crowned crane, Xu Xiujuan ignored the harsh natural environment and searched for the missing red-crowned crane on the vast beach covered by night. He accidentally fell into the swamp and gave his 23-year-old young life?

Because she has love in her heart, what flows between the lines is her infinite love for birds. Read together: PPT 15 Birds are friends of human beings, and the forest is a paradise for birds. ? xu xiujuan

There is a certain emotional shock in the classroom, but it has not yet reached the ideal state, and its own classroom leadership needs to be tempered.

Gan Guoxiang divided the ideal classroom into three realms: implementing an effective teaching framework, exploring the inner charm of knowledge, and singing knowledge, life and life. As the saying goes? A flower, a world, a tree and a bodhi? There are countless points in a text that need to be interpreted, but the teaching content that can be implemented in class is limited, and the height that can be achieved in class is also certain. In the teaching of this class, I want students to feel the love for birds and let them know that with love, ordinary things in this world will become beautiful. With love, the distant black starling will become a beautiful dancer!